D. Conceptual Framework and Researc

D. Conceptual Framework and Research Questions
This study begins with the problem occuring in English learning
process. It is the lack of the students’ motivation. Reviews of related
theories have been presented as references for dealing with the problem. This
section of the report presents the conceptual framework of the research study.
1. Conceptual Framework
In learning a foreign language becomes a central part of language learning. This means that the English learning is focused to help learners build up their knowledge and understanding about the second language. Learners will not be able to do simple communication either in the spoken or written form if they do not have the knowledge of words including their meanings. Because of that, the important thing that should be
introduced by an English teacher when he teaches the second language is about
the word meaning, the form, and the use in the foreign language.
However, for young learners, learning unfamiliar or new words is not a
simple matter. There are some aspects that make them feel difficult to master
vocabulary such as pronunciation, spelling, and meanings. Besides, there is one
main aspect that may make it difficult for students to master new vocabulary
items. It is the difficulty to memorize new vocabulary. In vocabulary learning,
memorization is important. Without remembering what students learn, the whole
exercises become wasteful. It means that students will not be able to do exercises
given by the teacher if they cannot memorize new words they have learned.
One teaching technique that can be used to help young learners in
memorizing new vocabulary is mind mapping. Mind mapping means a creative
note-taking that can be used to present new vocabulary in visualization and
graphic forms by engaging the use of imagination and association. The use of
mind mapping is suitable with young learners’ characteristics in language learning
in which young learners tend to love materials that are presented systematically
and structurally by using pictures, colors, word categorization, etc. In mind
mapping, those aspects can be found and can help young learners to enter
39
information into their minds, save information in a long term memory, and take
information out from the memory easily.
In vocabulary development, young learners not only learn new words but
they also use the words in the class activities involving the four language skills of
listening, speaking, reading, and writing. The relationship of the aspects that are
discussed in the conceptual framework above can be seen clearly in the diagram
below.
Figure VI: Diagram of vocabulary learning by using mind mapping.
2. Research Questions
In designing possible actions in this study, the first step that should be
done by the researcher is finding the main problem faced in the teaching learning
process of English. By knowing the problem faced in vocabulary learning, the
researcher can take effective ways to solve the problems. In this study, the
Mind mapping
technique
Vocabulary learning
Principles of mind mapping:
• Using many Pictures
• Using many Colors
• Using association
• Using branches
• Using words Classification,
etc.
Helping the students
memorize and remember
vocabulary items
Mastering
Vocabulary
40
problem faced by the fourth grade students of SD Muhammadiyah Ngijon 1 is the
students’ lack of vocabulary including memorizing new words. This problem has
big effects to the students in the English class. Because their abilities in mastering
vocabulary are low, the students feel difficult in doing the exercises or tasks given
by the teacher. Many of the students also get unsatisfactory results in every test. In
this study, the researcher uses mind mapping to solve the problem and she expects
that the use of mind mapping in the vocabulary learning can help the students to
improve their vocabulary mastery.
Based on the research problem, the researcher formulates questions to lead
to more specific topics of discussion. The questions are presented below:
1. How can mind mapping be applied in the vocabulary learning?
2. How can the vocabulary items be explored in the class activities?
3. Is mind mapping effective to improve vocabulary mastery of the students?
4. What is the significance of mind mapping for the English teacher in
vocabulary teaching?
5. What is the significance of mind mapping for the students in vocabulary
learning?

Hasil (Bahasa Indonesia) 1:

D. Conceptual Framework and Research QuestionsThis study begins with the problem occuring in English learningprocess. It is the lack of the students’ motivation. Reviews of relatedtheories have been presented as references for dealing with the problem. Thissection of the report presents the conceptual framework of the research study.1. Conceptual FrameworkIn learning a foreign language becomes a central part of language learning. This means that the English learning is focused to help learners build up their knowledge and understanding about the second language. Learners will not be able to do simple communication either in the spoken or written form if they do not have the knowledge of words including their meanings. Because of that, the important thing that should beintroduced by an English teacher when he teaches the second language is aboutthe word meaning, the form, and the use in the foreign language.However, for young learners, learning unfamiliar or new words is not asimple matter. There are some aspects that make them feel difficult to mastervocabulary such as pronunciation, spelling, and meanings. Besides, there is onemain aspect that may make it difficult for students to master new vocabularyitems. It is the difficulty to memorize new vocabulary. In vocabulary learning,memorization is important. Without remembering what students learn, the wholeexercises become wasteful. It means that students will not be able to do exercisesgiven by the teacher if they cannot memorize new words they have learned.One teaching technique that can be used to help young learners inmemorizing new vocabulary is mind mapping. Mind mapping means a creativenote-taking that can be used to present new vocabulary in visualization andgraphic forms by engaging the use of imagination and association. The use ofmind mapping is suitable with young learners’ characteristics in language learningin which young learners tend to love materials that are presented systematicallyand structurally by using pictures, colors, word categorization, etc. In mindmapping, those aspects can be found and can help young learners to enter39information into their minds, save information in a long term memory, and takeinformation out from the memory easily.In vocabulary development, young learners not only learn new words butthey also use the words in the class activities involving the four language skills oflistening, speaking, reading, and writing. The relationship of the aspects that arediscussed in the conceptual framework above can be seen clearly in the diagrambelow.Figure VI: Diagram of vocabulary learning by using mind mapping.2. Research QuestionsIn designing possible actions in this study, the first step that should bedone by the researcher is finding the main problem faced in the teaching learningprocess of English. By knowing the problem faced in vocabulary learning, theresearcher can take effective ways to solve the problems. In this study, theMind mappingtechniqueVocabulary learningPrinciples of mind mapping:• Using many Pictures• Using many Colors• Using association• Using branches• Using words Classification,etc.Helping the studentsmemorize and remembervocabulary itemsMasteringVocabulary40problem faced by the fourth grade students of SD Muhammadiyah Ngijon 1 is thestudents’ lack of vocabulary including memorizing new words. This problem hasbig effects to the students in the English class. Because their abilities in masteringvocabulary are low, the students feel difficult in doing the exercises or tasks givenby the teacher. Many of the students also get unsatisfactory results in every test. Inthis study, the researcher uses mind mapping to solve the problem and she expectsthat the use of mind mapping in the vocabulary learning can help the students toimprove their vocabulary mastery.Based on the research problem, the researcher formulates questions to leadto more specific topics of discussion. The questions are presented below:1. How can mind mapping be applied in the vocabulary learning?2. How can the vocabulary items be explored in the class activities?3. Is mind mapping effective to improve vocabulary mastery of the students?4. What is the significance of mind mapping for the English teacher invocabulary teaching?5. What is the significance of mind mapping for the students in vocabularybelajar?

Hasil (Bahasa Indonesia) 2:

D. Kerangka Konseptual dan Pertanyaan Penelitian
Penelitian ini dimulai dengan occuring masalah dalam belajar bahasa Inggris
proses. Ini adalah kurangnya motivasi siswa. Ulasan terkait
teori telah disajikan sebagai referensi untuk menangani masalah tersebut. Ini
bagian dari laporan ini menyajikan kerangka konseptual dari penelitian.
1. Kerangka Konseptual
Dalam belajar bahasa asing menjadi bagian sentral dari pembelajaran bahasa. Ini berarti bahwa pembelajaran bahasa Inggris difokuskan untuk membantu peserta didik membangun pengetahuan dan pemahaman mereka tentang bahasa kedua. Peserta didik tidak akan mampu melakukan komunikasi sederhana baik dalam bentuk lisan atau tertulis jika mereka tidak memiliki pengetahuan tentang kata-kata termasuk makna mereka. Karena itu, hal penting yang harus
diperkenalkan oleh seorang guru bahasa Inggris ketika ia mengajar bahasa kedua adalah tentang
makna kata, bentuk, dan penggunaan dalam bahasa asing.
Namun, untuk pelajar muda, belajar kata-kata asing atau baru bukan
hal yang mudah. Ada beberapa aspek yang membuat mereka merasa sulit untuk menguasai
kosakata seperti pengucapan, ejaan, dan makna. Selain itu, ada satu
aspek utama yang dapat membuat sulit bagi siswa untuk menguasai kosa kata baru
item. Ini adalah kesulitan untuk menghafal kosakata baru. Dalam pembelajaran kosakata,
menghafal penting. Tanpa mengingat apa yang siswa belajar, seluruh
latihan menjadi boros. Ini berarti bahwa siswa tidak akan dapat melakukan latihan
yang diberikan oleh guru jika mereka tidak bisa menghafal kata-kata baru yang telah mereka pelajari.
Salah satu teknik mengajar yang dapat digunakan untuk membantu pelajar muda di
menghafal kosakata baru pemetaan pikiran. Pemetaan pikiran berarti kreatif
mencatat yang dapat digunakan untuk menyajikan kosakata baru dalam visualisasi dan
bentuk grafis dengan melibatkan penggunaan imajinasi dan asosiasi. Penggunaan
pemetaan pikiran cocok dengan karakteristik peserta didik muda 'dalam belajar bahasa
di mana pelajar muda cenderung bahan cinta yang disajikan secara sistematis
dan struktural dengan menggunakan gambar, warna, kata kategorisasi, dll Dalam pikiran
pemetaan, aspek yang dapat ditemukan dan dapat membantu pelajar muda untuk masuk
39
informasi ke dalam pikiran mereka, menyimpan informasi dalam memori jangka panjang, dan mengambil
informasi keluar dari memori dengan mudah.
dalam pengembangan kosakata, pelajar muda tidak hanya mempelajari kata-kata baru, tetapi
mereka juga menggunakan kata-kata dalam kegiatan kelas melibatkan empat keterampilan bahasa
mendengarkan, berbicara, membaca, dan menulis. Hubungan aspek yang
dibahas dalam kerangka konseptual di atas dapat dilihat dengan jelas dalam diagram
di bawah ini.
Gambar VI: Diagram pembelajaran kosakata dengan menggunakan mind mapping.
2. Pertanyaan penelitian
Dalam merancang tindakan yang mungkin dalam penelitian ini, langkah pertama yang harus
dilakukan oleh peneliti adalah menemukan masalah utama yang dihadapi dalam belajar mengajar
proses Inggris. Dengan mengetahui masalah yang dihadapi dalam pembelajaran kosakata, yang
peneliti dapat mengambil cara yang efektif untuk memecahkan masalah. Dalam penelitian ini,
Pemetaan pikiran
teknik
Vocabulary belajar
Prinsip pemetaan pikiran:
• Menggunakan banyak Gambar
• Menggunakan banyak Warna
• Menggunakan asosiasi
• Menggunakan cabang
• Menggunakan kata-kata Klasifikasi,
dll
Membantu siswa
menghafal dan mengingat
kosakata
Menguasai
Kosakata
40
masalah yang dihadapi oleh siswa kelas IV SD Muhammadiyah Ngijon 1 adalah
kurangnya siswa dari kosakata termasuk menghafal kata-kata baru. Masalah ini memiliki
efek besar kepada siswa di kelas bahasa Inggris. Karena kemampuan mereka dalam menguasai
kosa kata rendah, siswa merasa sulit dalam melakukan latihan atau tugas yang diberikan
oleh guru. Banyak siswa juga mendapatkan hasil yang kurang memuaskan di setiap ujian. Dalam
penelitian ini, peneliti menggunakan pemetaan pikiran untuk memecahkan masalah dan dia mengharapkan
bahwa penggunaan mind mapping dalam pembelajaran kosakata dapat membantu siswa untuk
meningkatkan penguasaan kosa kata mereka.
Berdasarkan masalah penelitian, peneliti merumuskan pertanyaan untuk memimpin
lebih topik spesifik dari diskusi. Pertanyaan-pertanyaan yang disajikan di bawah ini:
1. Bagaimana bisa keberatan pemetaan diterapkan dalam kosa kata belajar?
2. Bagaimana item kosakata dieksplorasi dalam kegiatan kelas?
3. Apakah pemetaan pikiran yang efektif untuk meningkatkan penguasaan kosakata siswa?
4. Apa arti penting dari pemetaan pikiran untuk guru bahasa Inggris di
pengajaran kosakata?
5. Apa arti penting dari mind mapping untuk siswa dalam kosa kata
belajar?